Gender differences in response to a school-based mindfulness training intervention for early adolescents
Open accessAbstract
Mindfulness training has been used to improve emotional wellbeing in early adolescents. However, little is known about treatment outcome moderators, or individual differences that may differentially impact responses to treatment. The current study focused on gender as a potential moderator for affective outcomes in response to school-based mindfulness training. Sixth grade students (N = 100) were randomly assigned to either the six weeks of mindfulness meditation or the active control group as part of a history class curriculum. Participants in the mindfulness meditation group completed short mindfulness meditation sessions four to five times per week, in addition to didactic instruction (Asian history). The control group received matched experiential activity in addition to didactic instruction (African history) from the same teacher with no meditation component. Self-reported measures of emotional wellbeing/affect, mindfulness, and self-compassion were obtained at pre and post intervention. Meditators reported greater improvement in emotional wellbeing compared to those in the control group. Importantly, gender differences were detected, such that female meditators reported greater increases in positive affect compared to females in the control group, whereas male meditators and control males displayed equivalent gains. Uniquely among females but not males, increases in self-reported self-compassion were associated with improvements in affect. These findings support the efficacy of school-based mindfulness interventions, and interventions tailored to accommodate distinct developmental needs of female and male adolescents.
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Men benefited less from meditation training than women.
“Relatedly, several studies indicated that men benefited less from meditation training than women [63, 64].”
From Unpleasant meditation-related experiences in regular meditators: Prevalence, predictors, and conceptual considerations (2019) · cites this paper as [63]
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- Authors
- Kang, Y., Rahrig, H., Eichel, K., Niles, H. F., Rocha, T., Lepp, N. E., Gold, J., & Britton, W. B.
- Affiliations
- University of Pennsylvania (US)
- Brown University (US)
- Columbia University (US)
- Corresponding author
- Kang, Yoona
- Britton, Willoughby B.
- Venue
- Journal of School Psychology
- Publisher
- Elsevier BV
- Published
- 2018-06
- Volume
- 68
- Pages
- 163-176
- ISSN
- 0022-4405 (ISSN-L)
- PMC
- PMC6174072
- OpenAlex
- W2796235155
- Cited by
- 143
- References
- 119
- Citations by year
- 2026: 18 · 2025: 26 · 2024: 21 · 2023: 14 · 2022: 27 · 2021: 21 · 2020: 8 · 2019: 6 · 2018: 2
- FWCI
- 10.85
- Type
- journal article
- Language
- en
- Open access
- green
- www.ncbi.nlm.nih.gov
- Locations
- Journal of School Psychology (publishedVersion)
- PubMed (publishedVersion)
- PubMed Central (acceptedVersion)
- PhilPapers (PhilPapers Foundation) (submittedVersion)
- Funders
- National Institutes of Health (K23-AT006328-01A1)
- National Center for Complementary and Integrative Health (UH2AT009145)
- Lenz Foundation
- Hershey Foundation
- Mind and Life Institute
- Brown University
- Topics
- Social Sciences › Psychology › Clinical Psychology › Mindfulness and Compassion Interventions
- Social Sciences › Psychology › Social Psychology › Psychological Well-being and Life Satisfaction
- Social Sciences › Education › Early Childhood Education and Development
- Keywords
- mindfulness training, gender differences, early adolescents, emotional well-being, positive affect, self-compassion, school-based intervention, mindfulness meditation, treatment moderators, sixth grade students
- MeSH terms
- Adolescent, Child, Emotions, Female, Humans, Male, Mental Health, Personal Satisfaction, Schools, Sex Characteristics, Stress, Psychological, Students, Meditation, Mindfulness
About these checks
Registry, retraction, Cites and statistics results are computed, not judged, with one exception: a printed reference that no index lists is read once by a model before it counts as a citation error. Claims are extracted by a model and kept only when their quote appears verbatim in the text; each cited source is then checked, with a model’s help, for whether it says what the claim relies on. Those verdicts can be wrong — read the claim’s quote and the cited source before relying on one.
Statistics and arithmetic are recomputed, not judged.
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